Higher cognitive skills in education: A systematic review of the literature

Authors

DOI:

https://doi.org/10.32870/dse.v0i32.1601

Abstract

This study aims to analyze the current state of research on the development and application of higher-order cognitive skills in education through a systematic literature review. Using the PRISMA model, 20 relevant articles were selected which address theoretical and conceptual perspectives, emphasizing the importance of critical thinking, metacognition, and problem-solving. The methodology employed ensures a rigorous and transparent analysis, allowing for the identification of trends and gaps in the existing literature. The results highlight the effectiveness of metacognitive and self-regulation strategies in digital and traditional educational settings, underscoring the need for innovative and equitable pedagogical practices. This study provides a solid theoretical and methodological foundation that can guide future research and enhance the implementation of these essential skills in diverse educational contexts.

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Author Biographies

Rubí Surema Peniche Cetzal, Universidad Autónoma de Baja California

Doctora   en   Investigación   Educativa. Profesora-investigadora, Universidad Autónoma de Baja California. México.

Karla Karina Ruiz Mendoza, Universidad Autónoma de Baja California

Doctora en Ciencias Educativas. Docente, Universidad Autónoma de Baja California. México.

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Published

2025-02-27

Issue

No. 32 (16): Thought in educational processes. March-June 2025

Section

Main topic

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